Lecture 5: Youth Sport and Parenting Flashcards
why do kids play sports and what is the main reason?
main reason: fun
- improving skills
- staying in shape
- the excite- ment of competition
- doing something one is good at
explain the concepts of fun and enjoyment and how they’re related
fun = contains many aspects that make it that way, created by a combination of factors
enjoyment = positive affective response to sport activity that reflects the general state of hapiness/fun
–> enjoyment is a more broad concept, and is correlated with intrinsic motivation, which leads to more demanding and competitive experiences with sport
explain subgroup differences for
- sex
- ethnicity
- age difference
- developmental differences
- sex; girls more often cite the desire for a strong affiliation to the team/their peers, desire to be healthy/control weight, wish to build self-esteem as reasons for participation; boys cite competition and winning as motives; boys participate slightly more than girls
- ethnicity; income was related to participation in all ethnic groups
- age difference; kids in late childhood rated having fun and skill improvement as more important, whereas adolescents mentioned weight control, performing well, and learning life lessons
- developmental differences; locomotor skills (motor competence) is related to higher participation in sports, as are early maturing individuals (taller, heavier, stronger) because it increases perceived competence
explain the two kinds of sport discontinuation
- sport-specific dropout = the process of dropping out of one sport to continue investment/play in another sport
-
sport-general dropout = refers to the process of ceasing participation in all sport activity
–> this is the more concerning kind
explain physionlogical explanations for sport participation and withdrawal (4)
- changes in physical competence
- process of growth and maturation during puberty can affect an individuals’ perceived and actual competence
- early matured girls may have a higher percentage of fat and may loose actual/perceived competence when they loose their advantage when other girls mature, this happens less in boys
- overuse injuries and feelings of burnout
explain social psychological explanations (theories) for sport participation and withdrawal (7)
- competence motivation theory; people are motivated to feel competent or worthy –> participation is determined by perceived competence and perception of control
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self-determination theory of motivation; people have three basic needs: (a) to feel competent, (b) to experience connection to others, and (c) to have autonomy or to feel a sense that their actions make a difference
–> (intrinsic) motivation will maximize performance when young athletes’ basic needs are fulfilled -
expectancy-value model; one’s achievement motivation is determined
by an individual’s expectations of success and the subjective task value he or she places on the activity
–> higher the expectation for success and the greater the subjective value, the greater one’s motivation -
achievement goal theory; motivation is determined by one’s orientation to defining ability
–> predicts that people with high ego orientation are likely to sustain high motivation for sport participation, whereas people with high mastery orientation are more likely to sustain motivation (because they don’t need the outcome of victory) - social-cognitive model of achievement motivation; important to emphasize implicit beliefs and mastery-oriented approach goals to enhance enjoyment and facilitate continued participation
- theory of planned behavior; person’s intentions are the best predictors of his or her behavior, this result from attitudes, subjective norms, and motivation to comply with those beliefs; and, the degree to which individuals perceive they can perform the behavior
-
leisure constraints theory; three classes of constraints are considered: intrapersonal (i.e., internal attributes and states such as perceived competence), inter-personal (i.e., social factors such as friends no longer participate), and structural (i.e., external factors such as transportation issues).
–> intrapersonal and interpersonal constraints were more often linked to youth sport dropout than structural factors
explain contextual and sport environment explanations for sport participation and withdrawal (3)
-
social support influences and motivational climate;
- positive and encouraging coaches lead to lower dropout
- perceived competence and a combination of the quality of mother and peer relationships predicts continued participation
- parents’ own physical activity involve- ment, positive attitudes, and support for their child’s involvement are related to child physical activity involvement
- task orientation from coaches, peers and parents was related to lower dropout
- positive social climate and coach relationship also leads to lower dropout
- motivational climates that emphasize effort, self-referenced improvement, and mastery tasks are significantly related to higher levels of enjoyment - early sport specialization; may have a negative effect on continuation
- larger policies and cultural practices; variables predicting dropout included lower household income, non- English spoken at home, lower parental education, and no exposure to a sporting event
what do psychologists say about early specialization
they say it’s not good, because of 2 reasons:
1. youth who specialize may be more at risk for overuse/career ending injuries at a younger age
2. youth who specialize may be more prone to burnout, decreased enjoyment, motivation to participate (which may carry over into adulthood, and lead to reduced physical activity in childhood)
what are 7 strategies for enhancing youth sport participation and minimizing withdrawal
- increase competence: actual and perceived; when sport is develop- mentally appropriate children have more success and greater levels of perceived competence –> tailor practices to the character and skills of the child; competitive success leads to enhanced perceived competence, and failure decreases perceived competence –> important to emphasize individual goal achievement
- increase autonomy: allowing children and youth to make choices in sport, actively reduce controlling behaviors as adult/coach and have a positive orientation
- increase relatedness: allow time for youth to spend with their friends
- create appropriate climates: create caring and personal task-oriented climates, which emphasize judging ability using self-referenced standards
-
understand and focus on specific sources of fun: learn what makes a sport fun for young athletes
by talking with and observing them - use positive approach to coaching: reinforce players for effort and good performance, provide supportive corrective instruction and mistake-contingent encouragement; minimize use of punishment/punitive instructions
- create policies that maximize participation and minimize dropping out
name and describe the 3 phases of talent development according to Bloom
-
Early years
- Playful, exploring, no focus on achievement
- Learning to enjoy the activity (coach/teacher) -
Middle years
- Higher expectations
- Training for competition -
Later years
- Mastery
- Perfectioning skills
name and describe the 3 phases of talent development according to Cote
-
Sampling years
- 6-13 years
- Experience fun and excitement through sport -
Specializing years
- 13-15 years
- Sport specific skill development -
Investment years
- 15+ years
- Achieving elite level of performance
explain two kinds of mindsets and their effects
-
Entity belief (fixed mindset)
– Ability is innate and genetically determined.
– If you don’t have ‘it’ you will never get it.
– If you are born with an IQ of 96, you die with an IQ of 96, like blue eyes
–> causes performance goals (comparison to others) -
Incremental belief (growth mindset)
– Ability is the result of learning, practice and investing effort.
– Anyone can become a great tennis player, as long as they practice enough
–> causes mastery goals (try to learn and develop)
Reciprocal expertise affirmation
= Whether you belief that
others think that you are competent
explain the developmental model of sport participation (DMSP)
from the sampling years (high deliberate play, low deliberate practice) people can either;
- stay in the recreational years (low deliberate practice, high deliberate play)
- move on to the specializing years (play and practice balanced) and then move on to investment years (high deliberate practice, low deliberate play)
or, they can engage in early specialization and investment (high deliberate practice and low deliberate play early on) –> increased risk of dropout
explain the personal assets framework for sport
key elements;
- personal engagement in activities (fun, enjoyment, deliberate play)
- quality social dynamics (relationships, social environment)
- appropriate settings (growing up in certain environments)
leads to changes in individuals (personal assets);
- competence
- confidence
- correction
- character
leads to outcomes (3 P’s);
- performance
- participation
- personal development
